PROJECT OVERVIEW

Currituck County’s Curriculum Mapping

Project

Housekeeping Items

Sign-In each dayContracts (sign and return)RestroomsLunchIntroductions

Name, School, Something you’ve done/will do this Summer

Why are we doing this?

State InfluenceInitiative—Essential Standards/Common Core

Standards Adoption 2010-11: Current SCOS taught and assessed 2011-12: Current SCOS taught and assessed 2012-13: Common Core/Essential Standards taught

and assessedHow were the Standards Created? How will this help us

now?http://www.americaschoice.org/uploads/Common_Core_Standards_Resources/PhilDaro_MathStandards/PhilDaro_MathStandards.html

http://www.americaschoice.org/uploads/Common_Core_Standards_Resources/PhilDaro_CollegeReadiness/PhilDaro_CollegeReadiness.html

Math Standards Advances

Focus in early grades on number (arithmetic and operations) to build a solid foundation in math

Evened the pace across the grades

High school math focus on using math and solving messy problems, similar to what would be seen in the real world

Problem-solving and communication emphasized

Plan to Support and Transition

Instructional Toolkits including:

o Crosswalks between Old and New

o Vertical Learning Progressions

o Glossary of Terms

o Unpacked Content

o Assessment Prototypes

o Lesson Plans, Unit Plans

o Diagnostic, Formative, and Benchmarking Assessment Tools

Tools

For All New Standards5

Why are we doing this?

Local Influences:Focus on Developing Professional Learning

Communities Research by Rick DuFour and Robert Eaker Practice embedded in School Reform Models Practice embedded in NC Teacher and Principal

Standards and Evaluation

Research on Best Practiceshttp://www.allthingsplc.info/articles/articles.php

Professional Learning Communities

Essential/Guiding Questions for our PLCs

What do students NEED TO LEARN?What evidence will we gather to monitor student

learning—how will we know WHEN THEY HAVE LEARNED IT?

What will we do if/when students EXPERIENCE DIFFICULTY IN THEIR LEARNING?

What will we do to ENRICH THE LEARNING OF THOSE WHO DEMONSTRATE PROFICIENCY?

How can we use our SMART goals and evidence of student learning to INFORM and IMPROVE OUR PRACTICE?

PLC ESSENTIALS

COMMON Curriculum Goals (Aligned with SCOS)

COMMON AssessmentsCOMMON Planning and Collaboration

Common Goals + Common Assessments = Team Approach to teaching and learning

WHY DISTRICT MAPS and ASSESSMENTS?

How can we use our SMART goals and evidence of student learning to inform and improve our practice?

This critical question has implications for grade level improvement, school level improvement, and DISTRICT LEVEL IMPROVEMENT….

DESIRED OUTCOMES

Create DRAFT District Curriculum Pacing Guides for Core Subjects K-12

Create DRAFT Unit Plan Frameworks Create DRAFT Common Assessments

for Benchmarking Student Attainment of Goals

Begin the process for Continuous Improvement of Teaching and Learning

How Will We Get There?

What’s the GOAL?

With a partner or others at your table, discuss the question:

WHAT IS THE GOAL OF TEACHING?and

WHAT DOES THE END PRODUCT LOOK LIKE?

Math Needs a Makeover?

Dan Meyer:“Math class needs a makeover…”http://www.freetech4teachers.com/2010/05/dan-meyer-math-class-needs-makeover.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+freetech4teachers%2FcGEY+(Free+Technology+for+Teachers)

Understanding by Design

Beginning with the END

in mind…

Stages of Designing Effective Units

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Stage 1 Stage 2 Stage 3

Understandings

Questions

ContentStandards

Knowledge & Skill

Task(s)

Rubric(s)

OtherEvidence

LearningPlan

Why “backward”?

The stages are logical but they go against habits

We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students

By thinking about the essential learning and assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

The “big ideas” of each stage:

Assessment Evidence

Learning Activities

Understandings Essential Questions

stage

2

stage

3

Standard(s):

stage

1

Performance Task(s): Other Evidence:

Unpack the content standards and ‘content’, focus on big ideas Analyze multiple

sources of evidence, aligned with Stage 1Derive the implied learning from Stages 1 & 2

What are the big ideas?

What’s the evidence?

How will we get there?

Subject:Grade Level:Unit Title:

Timeframe Needed for Completion:Grading Period:

Big Idea/Theme:Understandings:Curriculum Goals/Objectives: Essential Questions:

Essential Skills/Vocabulary: Assessment Tasks:

Integration Opportunities:

IDENTIFYING: THE BIG IDEAS/THEMESKEY UNDERSTANDINGSESSENTIAL QUESTIONS

Stage 1

Essential Questions To Guide Our Work

What is ESSENTIAL to Understanding?

How can the this be organized to maximize understanding?

How can we assess them?

SCOS GOALS

What are the BIG IDEAS or THEMES for this content area K-12?

(Consider the CORE STANDARDS as you look at the current SCOS)

Activity-- Come up with 5 (or more) themes

“Big Ideas” are typically revealed via –

Core conceptsFocusing themesOn-going debates/issuesInsightful perspectivesIlluminating paradox/problemOrganizing theoryOverarching principleUnderlying assumptionKey questionsInsightful inferences from facts

Some questions for identifying truly “big ideas”

Does it have many layers and nuances, not obvious to the naïve or inexperienced person?

Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12?

Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it?

Is it (therefore) prone to misunderstanding as well as disagreement?

Are you likely to change your mind about its meaning and importance over a lifetime?

Does it reflect the core ideas as judged by experts?

Big Ideas in Math: Examples

• Variables can have different meanings, depending on their use

• "objects and groups“ • Place value (digits have different value based on

placement)• Area• Proportion (part-whole relationships) • Estimations• Patterns and functions• Numeration

SCOS GOALS

What are the BIG IDEAS or THEMES for this content area K-12?

Come up with 5 (or more) themes

Central to Teaching and Understanding

Our goal in designing district units and pacing guides is to provide a guide and minimum standard for curriculum delivery.

ALL students should be taught at the higher level of Bloom’s.

Bloom’s Taxonomy is a key tool to assist in understanding Essential Questions, Essential Skills, and Assessment Tasks.

BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

 EvaluatingEvaluating

Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

  AnalysingAnalysing

Breaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding

 ApplyingApplying

Using information in another familiar situationImplementing, carrying out, using, executing

 UnderstandingUnderstanding

Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining

 RememberingRemembering

Recalling informationRecognizing, listing, describing, retrieving, naming, finding

 

SCOS GOALS

What are the BIG IDEAS or THEMES for this content area K-12?

Come up with 5 (or more) themes

For one theme, create a question that addresses each area of Bloom’s as it relates to the theme

•VIEW THE QUESTIONS POSED FOR EACH LEVEL AND COMMENT OR POST QUESTIONS REGARDING THE ALIGNMENT WITH BLOOM’S.

Gallery Walk

From Big Ideas to Understandings about them

An understanding is a “moral of the story” about the big ideas

What specific insights will students take away about the the meaning

of ‘content’ via big ideas? Understandings summarize the

desired insights we want students to realize

Understandings, defined:

They are... specific generalizations about the “big ideas.”

They summarize the key meanings, inferences, and importance of the ‘content’

can be framed as a full sentence “moral of the

story” – “Students will understand THAT…” Require “uncoverage” because they are not

“facts” to the novice, but unobvious inferences drawn from facts; easily misunderstood

Exercise: Understandings

For the one unit identified:

Determine the UNDERSTANDINGS students should uncover throughout and by the end of the unit.

GREAT THOUGHT PROVOKING OPENERS

GUIDES THE UNIT DELIVERY

OPEN ENDED ASSESSMENT TOOL

ESSENTIAL QUESTIONS

Essential Questions used in teaching

Role of Essential Questions: Asked to be argued Designed to “uncover” new ideas, views,

lines of argument Set up inquiry, heading to new

understandings Deepens understanding Leads to more questions Helps to organize material

Essential Questions

What questions – are arguable - and important to argue about? are at the heart of the subject? recur - and should recur - in professional

work, adult life, as well as in classroom inquiry?

raise more questions – provoking and sustaining engaged inquiry?

often raise important conceptual or philosophical issues?

can provide organizing purpose for meaningful & connected learning?

Sample Essential Questions:

How is math relevant in my life? How does the position of a digit affect the

value of a number? In what ways can numbers be composed or

decomposed? What is the purpose of data displays and

statistical measures? How can the results of a statistical

investigation be used to support an argument?

Why use exponents? How are roots and powers related?

Working on the Work….

For each Theme/Big Idea created in the first activity:

Determine the Essential Understandings List the Curriculum Goals associated with the

Theme/Big Idea Create Essential Questions Identify Essential Skills and Vocabulary

Subject:Grade Level:Unit Title:

Timeframe Needed for Completion:Grading Period:

Big Idea/Theme:Understandings:Curriculum Goals/Objectives: Essential Questions:

Essential Skills/Vocabulary: Assessment Tasks:

Integration Opportunities:

Debrief Day I

3-2-1 Activity List 3 things that you were expecting

when you came in today List 2 “pleasant” surprises Write 1 question that you may have

THANKS FOR COMING BACK!

Day 2

PositivesPositivesThings to Reconsider ∆Things to Reconsider ∆

Time to Collaborate/Teamwork It was a good pace! Teacher helping out having

participated last week Easy integration and collaboration Working with someone I know High time on task Ease of understanding expectations Something to use this year/product

work Being part of the big picture BREAKFAST!/Healthy food choices Temperature was good Smooth day Have an understanding of what

needs to be done Professionally treated Meeting Pam Working on the computer

Need more time Could have used last year’s

materials Chilly room! More frequent breaks Sat for a while this morning Accountability for all? Technology—when not

working Getting started Less introductions—let’s get

busy! Confused at first as to how it

would all come together Lacked some resources Break down middle group

better

Day 1 Reflections

Expecting to break down the SCOS Collaboration Creation of common assessments Share ideas/get ideas from other

teachers Hard work Teamwork w/ grade Understanding Essential Questions Initiating development of

curriculum map Discussion of essential ideas To be way behind everyone else Learn more about EQ Map out 8th and Algebra Long day/Time pass slowly Expected to be lost in math jargon A new way of writing lesson plans All subjects to be in attendance

To have a better understanding of the sequence of Math SCOS (what should be taught together)

Where the curriculum is going Accomplish a timeline for teaching

math objectives. Plug in resources and activities The task to be more challenging To be overwhelmed with the amount

of work Not to get much done Align standards to make sense to me Easier than last week Didn’t know what to expect To be busy Begin framework for curriculum map Expected difficult program like

Rubicon Expected to be lost in math jargon A new way of writing lesson plans All subjects to be in attendance

3-2-1 Reveals: Expectations BEFORE

Pleasant SurprisesPleasant Surprises Points to ClarifyPoints to Clarify Great people to work with! Accomplished a lot! Cooperation (across the board) Lunch Positive climate (mood and

temp) Seeing/hearing others ideas Fun/Relaxed environment Questions answered/assistance Template provided/Word Good instruction Review of Blooms’ Getting a head start Time flew

Assessment changes? Will this be mandated for all? What if our timeline for Science and

SS doesn’t match the reading guide?

Making common assessments? Are they expected to be complete

for all by the end of the week? How detailed do “Understandings”

need to be? How is this being posted/shared? Will we do the same for Science? Why weren’t last year’s materials

used? Will someone go over our work and

make changes? Am I doing this right? How will results of district

assessments affect instruction? Is Early College using same maps?

3-2-1 Reveals

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

From Big Ideas to Understandings about them

An understanding is a “moral of the story” about the big ideas

What specific insights will students take away about the meaning of

‘content’ via big ideas? Understandings summarize the

desired insights we want students to realize

Understanding, defined:

They are... specific generalizations about the “big ideas.”

They summarize the key meanings, inferences, and importance of the ‘content’

framed as a full sentence “moral of the story”

– “Students will understand THAT…” Require “uncoverage” because they are not

“facts” to the novice, but unobvious inferences drawn from facts; easily misunderstood

Essential Questions used in teaching

Role of Essential Questions: Asked to be argued Designed to “uncover” new ideas, views,

lines of argument Set up inquiry, heading to new

understandings Deepens understanding Leads to more questions Helps to organize material

Essential Questions

What questions – are arguable - and important to argue about? are at the heart of the subject? recur - and should recur - in professional

work, adult life, as well as in classroom inquiry?

raise more questions – provoking and sustaining engaged inquiry?

often raise important conceptual or philosophical issues?

can provide organizing purpose for meaningful & connected learning?

Sample Essential Questions:

How is math relevant in my life? How does the position of a digit affect the

value of a number? In what ways can numbers be composed or

decomposed? What is the purpose of data displays and

statistical measures? How can the results of a statistical

investigation be used to support an argument?

Why use exponents? How are roots and powers related?

REVISIONS FROM FEEDBACK

Essential Question

The big idea for Stage 2

The evidence should be credible & helpful. The assessments should –

Be grounded in real-world applications, supplemented as needed by more traditional school evidence

Provide useful feedback to the learner, be transparent, and minimize secrecy

Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

Assessment of Understanding via the 6 facets

i.e. You really understand when you can: explain, connect, systematize, predict it show its meaning, importance apply or adapt it to novel situations see it as one plausible perspective among others,

question its assumptions see it as its author/speaker saw it avoid and point out common misconceptions,

biases, or simplistic views

For Reliability & Sufficiency:Use a Variety of Assessments

Varied types, over time:authentic tasks and projectsacademic exam questions,

prompts, and problemsquizzes and test itemsinformal checks for understanding student self-assessments

Scenarios for Authentic Tasks

Build assessments anchored in authentic tasks using GRASPS: What is the Goal in the scenario? What is the Role? Who is the Audience?

What is your Situation (context)?

What is the Performance challenge? By what Standards will work be judged in the

scenario?

SPS

GRA

Subject:Grade Level:Unit Title:

Timeframe Needed for Completion:Grading Period:

Big Idea/Theme:Understandings:Curriculum Goals/Objectives: Essential Questions:

Essential Skills/Vocabulary: Assessment Tasks:

Materials Suggestions:

Reliability: Snapshot vs. Photo Album

We need patterns that overcome inherent measurement error

Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot

QUICK WRITEPAIR/SHARE

What do you know or think you know about Formative

Assessments?

Formative Assessment

A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning, which helps student improve their achievement of intended outcomes.

Questioning Discussing Learning Activities/Projects Conferences Interviews Student Reflections

Formative Assessments

Are assessments found at the classroom level and happens in short intervals/cycles.

Formative Assessments:Not graded or used in accountability systemsFeedback is DISCRIPTIVE in nature so the

student knows what exactly is needed for improvement.

Summative Assessments

Summative assessments are found at the classroom, district, and state level and can be graded and used in accountability systems.

Summative assessments are:Used to evaluateUsed to categorize students in comparison to

others

Summative Assessments

Summative Assessments provide evidence of student competence or program effectiveness.

Selected Response Items (T/F, MC, Matching)Short Answers (Fill in/ 1-2 sentence

response)Extended written responsePerformance Assessments

WHERE DO BENCHMARK ASSESSMENTS FALL?

ARE THEY FORMATIVE?ARE THEY SUMMATIVE?

So….

Formative vs. Summative

ONE is NOT BETTER THAN THE OTHER

Both are essential to student learning when the information gathered is used to inform

students, teachers, and parents of progress.

It is ALL about the TIMING and the USE of the assessment.

Check-up vs. Autopsy

OUR DEFINITION:“QUARTERLY” WRITING OR

MULTIPLE CHOICE ASSESSMENTS BASED ON PREVIOUSLY TAUGHT

SKILLS OR OBJECTIVES USED FOR INFORMING INSTRUCTION AND

FOR PROGRAM EVALUATION

Benchmark Assessments

OVERVIEW OF THIS ONLINE TOOL

NC FALCON

Creating Benchmark MATH Assessments

Using ClassScape, and your unit plans, design quarterly benchmark assessments that align with your sequence of teaching.

Questions are tied to passages—consider the genre/style of writing (and how it might relate to studies “typically” done during each quarter)

Benchmarks should be about 20-35 questions—some variations for 3rd and/or the beginning of the year.

15-20; 20-25; 25-30

COMPLETE AND/OR REVISE:

BIG IDEAS/THEMECURRICULUM GOAL/OBJECTIVE

ESSENTIAL QUESTIONSESSENTIAL SKILLS/VOCABULARY

Work on the Work

Pass the Paper Feedback

Working as partners/teams, examine some of the units designed during yesterday and today’s sessions.

Provide feedback through questioning—Does this understanding match the goal?Is/Are the essential question(s) broad/deep enough

to spark inquiry?Will the timeframe be sufficient?

Pass the paper to the next team.

COMPLETE AND/OR REVISE:BIG IDEAS/THEME

CURRICULUM GOAL/OBJECTIVEESSENTIAL QUESTIONS

ESSENTIAL SKILLS/VOCABULARY

Work on the Work

Debrief Day 2

Where are you in the process?What do we need to adjust to tomorrow’s

agenda?

What worked for you today?What needs to be considered for

improvement?

Day 3

Agenda

Start ups– Ground Rules; AgendaReflect on Day 2

WOW

Lunch

WHEN to give?

WOWDebrief Day 3 +/

PositivesPositives Things would be better if…Things would be better if… Things go smoother each week

Lunch Lots of time to work Plenty of time in computer lab Great session; better today An extra helper Time to finish products Better understanding Almost completed units Much more accomplished Expectations are clear Resources—great support Great discussions with

colleagues

Need more time on computer

COLD Would like more feedback Unsure of EQ—too specific Difficult working by myself VERY Cold Templates are not the same

for each grade Less group discussion; more

work time Server down : ( Passwords, etc. update given

before needed—down time

Day 2 Reflections

COMPLETE AND/OR REVISE:

SEQUENCINGAT A GLANCE PACING CHART

Work on the Work

When should they be given?

Looking at the school calendar for next year, when would you propose that the assessments be given in order to provide feedback to teachers and students?

Should there be one designated day? Or should there be a window?

What other options should be considered?

COMPLETE

BENCHMARK ASSESSMENTS

Work on the Work

Each element is found behind a menu tab when designing units

LT

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Stage 1 Stage 2 Stage 3

Understandings

Questions

ContentStandards

Knowledge & Skill

Task(s)

Rubric(s)

OtherEvidence

LearningPlan

WE’RE IN THE HOME STRETCH!!!

PAYDAY IS JUST AROUND THE CORNER!

Day 4

AGENDA

Review Feedback from Day 3

WHEN should assessments be given?

Work on the Work (Assessment Generation/Refining Units)

Lunch (about 11:45)

Work on the Work (Assessment Generation)

Evaluation and Next Steps (2:30)

PositivesPositives Things would’ve been better if…Things would’ve been better if… A lot accomplished!

Better understanding of the types of assessments

LUNCH!!! Fabulous… Good feedback Seeing the light at the end of

the tunnel Collaboration Forced to examine SCOS even

more…(very good thing) Working with ClassScape Teamwork Best workshop in years! Finished Assessments! Very productive!

ClassScape difficulties Make sure teachers get to the

right “role” before creating assessments

Finalizing Assessments Finding out we “messed things

up” I had more training on D5 Lunch was shorter—leave

earlier I could see my books and

folders to easily add assessment stuff

Not able to “remember” SS stuff

Day 2 Reflections

COMPLETE

BENCHMARK ASSESSMENTSREFINE—FINISH UNITS/AT A GLANCE PACING

GUIDES

Work on the Work

VIDEO CLIPS AND DISCUSSIONS

More on Daily 5

Stage 3 big idea:

EFFECTIVE

and

ENGAGING

How Will We Get There?

Stage 3 – Plan Learning Experiences & Instruction

A focus on engaging and effective learning, “designed in”What learning experiences and

instruction will promote the desired understanding, knowledge and skill of Stage 1?

How will the design ensure that all students are maximally engaged and effective at meeting the goals?

L

Think of your obligations via W. H. E. R. E. T. O.

“Where are we headed?” (the student’s Q!)

How will the student be ‘hooked’?What opportunities will there be to be equipped,

and to experience and explore key ideas?What will provide opportunities to rethink, rehearse, refine and revise?

How will students evaluate their work?How will the work be tailored to individual

needs, interests, styles?How will the work be organized for maximal

engagement and effectiveness?

WHE

E

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L

TO

Next Steps– Planning Daily Lessons

BOY Workdays…

Meeting with GL/Department PLCs

Develop Lesson Plans

Provide Feedback on pacing/unit guides

Meet again as group (October? November?)

Feedback: 3 Day Project and The Day

How can this process be improved?What would you suggest that we do

differently for the next group?

What worked for you today?What would have made it better?

for further information...

Contact us:

Grant Wiggins, co-author: grant@ubdexchange.org

Jay McTighe, co-author: jmctigh@aol.com